The Role of the Federal Government in Enhancing Teacher Education

by Lauro F. Cavazos

Teacher education is currently in a state of turmoil, unrest, and
uncertainty. The poor performance of America's schools despite a decade
of education reform has increased the pressure on teacher educators to
take the initiative in reforming their programs. This may prove difficult
for them because teacher education is often a low priority at most
colleges and universities. Another failing of higher education is that it
does not appear to value the mission and purpose of teaching among its
own general faculty. Too many institutions have emphasized research at
the expense of teaching in making hiring and tenure decisions.

Colleges and universities need to rearrange their priorities to
reflect the pressing need for effective teaching and better teachers at
all levels of our education system. At the same time, Colleges of
Education must lead in bringing about major reform and change on how we
prepare teachers; that is where teacher improvement must start.

The concept that the federal government has a major or significant
role in teacher education is not valid. It is true that the funds
requested in the Goals 2000 Act and the Improving America's Schools Act
of 1993, contain welcomed support for professional development for
teachers. Both of these bills, however, have other education objectives.
Teacher education at the university level is not emphasized. The federal
government needs to target teacher education directly in stand alone
legislation and not as part of an omnibus bill on education. This would
serve to focus the attention of the nation on teacher education.

The federal government should make it clear that teacher preparation is a
priority and that teachers are a national resource. Then, funding needs
to be provided for innovative teacher education, for programs that target
minority teacher recruitment, and for increased collaboration between
universities and schools in the preparation of teachers. For example,
schools and Colleges of Education can work together to blend education
innovation concepts into the teacher education programs at the
undergraduate and graduate levels. Further, the school systems should
provide opportunities for their teachers to return to the College of
Education for continuation education programs or courses. There they
would learn about innovative teaching methods and concepts that would
renew their teaching skills, and thereby enhance student education.

Beyond appropriating funds to initiate teacher education reform, the role
of the federal government should be limited to monitoring and assessing
the results. The details of improving teacher education should be left to
the schools and colleges. In response to funding support, universities
should direct their priorities toward the pressing need for effective
teaching and better teachers.

The reforms we are seeing today in teacher education, led by some of the
Colleges of Education, are aimed partly at undoing the mistakes of the
past and empowering professional educators to organize their schools and
teach to the best of their abilities. School based management will create
the kind of entrepreneurial environment that will reward professional
initiative and innovation. It is based on respect for the ability of
professional educators to create effective schools where all children can
learn.

There is no single model that can effectively reform teacher education.
Ways must be found to attract and prepare talented persons to teach under
the widely differing conditions found in America's classrooms. The best
way to ensure quality teaching for all children is to permit the aximum
flexibility in teacher education programs, limited only by the need to
maintain accountability for outcomes.

There should be three overarching objectives for any teaching program.
First, graduates must know how to create active learning environments.
Second, all teachers must have a thorough understanding of the subject
they teach. Third, all teachers must be educated to meet the challenges
of cultural diversity in our schools. One of the most striking aspects of
teaching in the 21st century will be the diversity of students who will
be in America's classrooms.

Over thirty percent of public school enrollment is now minority. By the
end of the first decade of the 21st century, they will comprise more than
50 percent of the students in twelve states. This changing population
poses some special challenges and problems for teachers and teacher
education.

Many of these minority students speak a language other than English at
home. Social and cultural differences can present extra challenges to
teachers. Encouraging feedback from students experiencing difficulties,
communicating effectively with parents, and overcoming gaps in student
preparation are a few examples of areas in which minority students may
require special attention.

Too many young teachers today find their training for a suburban
education environment to be inadequate for the inner city school system
where they are most likely to find jobs. Most teachers will not be able
to draw on their own experiences to meet the instructional needs of a
disparate population, so it is critical that teacher education programs
provide the necessary background and training. It is important for
teachers to see themselves as part of the community in which they teach,
even if they live elsewhere. Schools must be careful that staff attitudes
about poverty and ethnic background do not bias their teaching approach
to minority students. Teachers need to learn about the culture and
language of their students. Colleges of Education can provide continuing
education activity and courses for those teachers from communities with
large numbers of minorities.

If we are to prepare a generation of teachers to deal effectively with
the linguistic and cultural needs of the student population, there needs
to be a new emphasis on language proficiency in the undergraduate
curriculum. Currently only ten percent of baccalaureate degree recipients
are proficient in a language other than English. As a first step to
increased bilingualism, that proportion needs to be increased to 50
percent. Further, Colleges of Education, which seldom require any
language instruction, should make proficiency in a second language
mandatory for all students, given the importance of understanding other
cultures, and the need to relate to the growing changes in our society.

It is never too late for those teachers already in the system to learn a
new language. In order to increase language proficiency, Colleges of
Education should create partnerships with the schools that teach
significant numbers of minority students. Through these arrangements, and
in conjunction with the foreign language department of the university,
learning opportunities could be provided in evening courses or during the
summers. The federal government might target language proficiency as an
important facet in teacher education and could provide funding as a
stimulus to improving foreign language skills in the Colleges of
Education.

The federal government should designate the education of minority
teachers a national priority. Despite the growing minority representation
in America's student population, the number of minority teachers has
remained relatively stable at about ten percent during the last ten
years. This means that many of our children will never have the
opportunity to learn from minority teaching professionals during their
growing years. As in other professions, minorities have important
contributions to make to teaching, based on the unique perspectives,
experience, and understanding that they may bring to the classroom.

Minority teachers may also serve as needed role models for minorites and
disadvantaged students from communities in which the value of education
may not be understood. A shared background may help a teacher communicate
the importance of learning to students who otherwise would see little
purpose in attending school.

In order to educate more minority teachers, Colleges of Education must
recruit outstanding minority students to enter their programs. Colleges
of Education should establish collaborative efforts with secondary
schools that have large numbers of minority students. On a regular basis,
education faculty need to work with the schools to identify minority
students who have an interest in a teaching career. Faculty members
should counsel them about a teaching career, and guide them in their
choice of academic courses. The students should be advised of the costs
of a university education, and be made aware of financial aid
opportunities.

Student visits to the College of Education should be encouraged in order
that they observe teaching activities and talk to enrolled students and
faculty about a teaching career.

Universities must make education a priority and recognize that the
preparation of teachers is not just the responsibility of Colleges of
Education, but an integral part of the university mission. Institutions
of higher education must make a real investment of attention and
demonstrate a commitment of purpose in teacher training. In turn, the
federal government should constantly remind universities of the
importance of preparing teachers, and initiate programs that support
Colleges of Education.

The challenge in teacher education is clear. We have set far-reaching
national education goals, at a time when our schools are failing to meet
the needs of an increasingly diverse society. Teaching in the classroom
of the 1990s demands individuals who can create effective learning
conditions, and who have developed an understanding of how to meet the
education needs of a changing student population. We must not only
restructure our schools, but we must transform the culture of
professional educators into a culture of educational renewal that will
produce the teachers we will need to truly provide quality education for
all children.

Colleges of Education must communicate with the schools about the
transformations taking place that will improve teacher preparation. They
should encourage and aid the schools to critically review their teaching
goals, methods, and programs. If needed, the colleges should provide
expertise that will assist the schools strengthen their educational
efforts. University-school collaboration is vital if education in America
is to markedly improve. The federal government has a role in furthering
this mission by targeting funding that makes such activities the norm and
not the exception.

(figure available in print form)

"Which Came First" is the fourth of nine pieces of the Enlightenment
Series produced during the 80s when I was attempting to define my
existence in relation to the rest of humanity. The series is composed of
artist's books that function as little morality stories. The fact that I
have been in the educational field must have had some influence. I guess
I continue to give form to complex issues in a manner that is
nonthreatening while hopefully providing enjoyment in the process.
Education, whether it be formal or not is, for me, more about learning
than about teaching. . . . I am very happy to learn that this country is
trying to redefine the nature of education through a collaborative
approach. I want to believe that this nation will consider the role of
art to be as important as that of the other areas of learning, all of
which grew out of the creative process. That art is about the skill of
thinking and a respect for feeling. ­ Celia Alvarez Munoz .